2017-2018

Nazareth Area School District

Educator Effectiveness

Group C

Regular Education Teachers in tested subject area

where PVAAS is NOT available, including teachers of Grade 3

students, teachers with a service break for 3 year rolling average

of PVAAS, new hires, and Grade 3 LTS in the district for 71 days

or more consecutively

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Table of Contents

Topic Page District Goals 2 Educator Effectiveness 3 Educator Effectiveness for Group C 6 Copy of 82-1 9 Completed Sample of 82-1 10 Educator Effectiveness-Cycle of Supervision 11 Danielson Smart Card 12 Formal Observation Process 13 District Walk-Through Information 14 Purpose of District Professional Portfolios 16 Submitting Your Professional Portfolio 17 Building Goal/Project Information 18 Domains 1-4 21 Locally Developed Rubric (LDR) Information 22 Evaluation Forms 23 Student Learning Objective (SLO) Information 24 District Educator Effectiveness Timeline 25 Building Goal/Project Proposal Form 27 SLO Template 28 LDR Form 30 Midpoint Review Form 31 Final Review Form 32 Portfolio Alignment 33 Danielson Framework 35 Portfolio Evaluation Form 41

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District Goals

GOAL #1: Students will demonstrate improved knowledge and skills in Mathematics, ELA, and Science:

A. Grades 4-12 students will show growth in performance on state assessed areas

B. Grade K-3, 11-12 students will show growth on norm or criterion referenced assessments

GOAL #2: The District will develop and implement a process for curriculum evaluation that would reflect current educational changes and assessment requirements and demands and analyze the effectiveness of curriculum through a 5 year process of continuous design, development and review

GOAL #3: Professional staff will demonstrate improved skills and competencies in their respective fields by participating in professional growth opportunities and implementing key strategies that improve student learning.

GOAL #4: The District will expand technology based professional development and increase teacher participation in these opportunities to improve the delivery of classroom instruction as measured by the Teacher Effectiveness Framework.

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Educator Effectiveness

Pennsylvania passed Act 82-Teacher Effectiveness System in 2012 and it began implementation in the

2013-2014 school year. During that first year, teachers’ evaluation scores were calculated with 85% of

the score based on observation/portfolio and 15% of the score based on the School Performance Profile

score.

During the second year of the Teacher Effectiveness system (2014-2015), an additional element or slice

was added-the Student Learning Outcome or SLO. In this second year, teachers’ evaluation scores were

calculated with 50% of the score based on observation/portfolio, 15% of the score based on the School

Performance Profile (SPP), and 35% of the score based on the Student Learning Outcome (SLO).

During the third year of the Teacher Effectiveness system (2015-2016), the final element or slice was

added-Teacher Specific Data, which included data from a variety of sources that was available for each

teacher, depending on position or role. In this third year, teachers’ evaluation scores were calculated with

50% of the score based on observation/portfolio, 15% of the score based on the School Performance

Profile (SPP), 20% of the score based on the Student Learning Outcome (SLO), and 15% of the score

based on Teacher-Specific Data.

The Teacher Effectiveness system will continue to evaluate teachers in the same manner. Teachers’

evaluation scores will be calculated with 50% of the score based on observation/portfolio, 15% of the

score based on the School Performance Profile (SPP), 20% of the score based on the Student Learning

Outcome (SLO), and 15% of the score based on Teacher-Specific Data.

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Each professional staff member is grouped based on their position in the district and by the data

available for that position.

Groupings are listed below:

Group A: Regular Education Teachers in tested subject area where PVAAS is available- Grades 4-8, HS

Biology, HS Algebra I, HS English 10, including Title I Math, Title I Reading, and LTS in the district for 71

days or more consecutively

Group B: Special Education Teachers/Case Managers in tested subject areas where PVAAS is available

(n>11). Includes teachers that pull out students or push into the classroom in grades 4-8, HS Biology, HS

Algebra I, HS English 10, and LTS in the district for 71 days or more consecutively

Group C: Regular Education Teachers in tested subject area where PVAAS is NOT available, including

teachers of grade 3 students, teachers with a service break for 3 year rolling average of PVAAS, new hires,

and grade 3 LTS in the district for 71 days or more consecutively

Group D: Special Education Teachers/Case Managers in tested subject area where PVAAS is NOT

available (n<11), including teachers of grade 3 students, teachers with a service break for 3 year rolling

average of PVAAS, new hires, and grade 3 LTS in the district for 71 days or more consecutively

Group E: Regular Education Teachers in a non-tested subject area, including teachers of grade K-2

students, special area teachers, high school teachers in non- tested subject areas, and LTS in the district

for 71 days or more consecutively

Group F: Special Education Teachers/Case Managers in non-tested subject areas, including teachers with

a K-2 case load, high school teachers that push into SS, Math (not Algebra I), ELA (not English 10), Science

(not Biology), and LTS in the district for 71 days or more consecutively

Group G: Non-Teaching Professional Staff

G1: Reading Specialists, Math Specialists, RTII Coordinators, and Library/Media Specialists (evaluated using 82-1 and the Danielson Framework)

G2: Counselors, Nurses, Psychologists, Technology Integration Specialists, and Behavior Specialists (evaluated using 82-3 and role-specific frameworks)

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The chart below shows the percentage breakdown for each group’s Educator Effectiveness evaluation

rating:

Group Obs &

Practice SPP SLO LDR PVAAS PSSA %

Prof. IEP Goals Total

A Regular Education Teachers in tested subject area where PVAAS is available- HS Biology, HS Algebra I, HS English 10, and Grades 4-8, including Title I Math, Title I Reading, and LTS in the district for 71 days or more consecutively

50% 15% 20% 4.5% 10% 0.50% 0% 100%

B Special Education Teachers/Case Managers in tested subject areas where PVAAS is available (n>11). Includes teachers that pull out students or push into the classroom in grades 4-8, HS Biology, HS Algebra I, HS English 10, and LTS in the district for 71 days or more consecutively

50% 15% 20% 3.5% 10% 0.50% 1% 100%

C Regular Education Teachers in tested subject area where PVAAS is NOT available, including teachers of grade 3 students, teachers with a service break for 3 year rolling average of PVAAS, new hires, and grade 3 LTS in the district for 71 days or more consecutively

50% 15% 20% 14.5% 0% 0.50% 0% 100%

D Special Education Teachers/Case Managers in tested subject area where PVAAS is NOT available (n<11), including teachers of grade 3 students, teachers with a service break for 3 year rolling average of PVAAS, new hires, and grade 3 LTS in the district for 71 days or more consecutively

50% 15% 20% 13.5% 0% 0.50% 1% 100%

E Regular Education Teachers in a non-tested subject area, including teachers of grade K-2 students, special area teachers, high school teachers in non- tested subject areas, and LTS in the district for 71 days or more consecutively

50% 15% 20% 15.0% 0% 0% 0% 100%

F Special Education Teachers/Case Managers in non-tested subject areas, including teachers with a K-2 case load, high school teachers that push into SS, Math (not Algebra I), ELA (not English 10), Science (not Biology), and LTS in the district for 71 days or more consecutively

50% 15% 20% 14.0% 0% 0% 1% 100%

G G1: Reading Specialists, Math Specialists, RTII

Coordinators, and Library/Media Specialists 85% 15%

G2: Counselors, Nurses, Psychologists,

Technology Integration Specialists, and

Behavior Specialists

80% 20%

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How will Teaching Professionals in Group C be evaluated this year?

Teachers in Group C consist of Teachers in Regular Education that teach in a tested subject, but will NOT

have PVAAS data available. This includes teachers of Grade 3 students, teachers with a service break for

the 3 year rolling average for PVAAS, new hires, and Grade 3 LTS in the district for 71 days or more

consecutively.

Educator Effectiveness for Group C

Teaching Professional staff will be evaluated using the 82-1 again during the coming school year.

Teachers will continue to use a Professional Portfolio as a means to provide evidence of their work and

growth as an educator. Evaluation scores will be comprised of four main parts:

A. Teacher Observation & Practice Rating (50%)--Staff will be assigned to either the Formal Observation

Model or Differentiated Model for Supervision.

The Formal Observation Model includes formal observation(s), walk-through observations and the

portfolio-Building Goal/Project, which will be used for evaluative purposes.

All formal observations will be completed through the use of the Pennsylvania Electronic Teacher

Evaluation Portal or PA-ETEP.

Observation & Practice, 50%

SPP, 15%PSSA % Prof, 0.5%

LDR, 14.5%

SLO, 20%

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The Differentiated Model includes walk-through observations, other evidence submitted by the teacher

and the Portfolio-Building Goal Project, which can be used for evaluative purposes. All evidence in this

area is tied to components in the Danielson Framework.

The Building Goal/Project will be submitted using the 2017-2018 Professional Portfolio NASD

Google Site. More information on how to submit using this google site will be forthcoming. In

addition, other evidence to be used for evaluative purposes and aligned to the four domains

should be submitted in the Google Site.

B. Elective Data Rating - (20%)—Required by PDE. Elective Data consists of a Student Learning

Objective that will be written by all professional staff.

All professional employees who are required by PDE to submit a Student Learning Objective (SLO)

will use PA-Etep for the development and submission of their SLO. In addition, all supporting

evidence for the SLO will be uploaded into PA-Etep.

C. Building Level Rating- (15%)—Provided by PDE-This consists of the School Performance Profile

score or SPP score that is calculated by PDE. SPP scores are released by PDE at the beginning of the

school year for the previous school year. Therefore, final evaluations will not be available until SPP

scores are released.

D. Teacher-Specific Rating-(15%) - Required by PDE- The Teacher-Specific slice for Group A is

actually made up of two parts for Group C Teachers: PSSA % Proficient/Advanced and a Locally

Developed Rubric (LDR)

1. PSSA Proficiency- (0.50%) - This is based on your most recent class percentage of scores

scoring proficient or advanced on relevant PSSAs. If there are more than one assessments, then

the percentages are averaged. The percentage will be converted to a score on a 3 point scale

using the table below.

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2. Locally Developed Rubric-(14.5%) - The NASD LDR was developed by the District’s

administrative team and is required by PDE. Although a district-wide template or form and

process will be used, the topic of the LDR will be specific to your building. At the end of the

LDR process, your assigned administrator will assign a rating, using a 0-3 point scale.

The Locally Developed Rubric (LDR) will also be submitted through the NASD Google

Site.

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Educator Evaluation Form 82-1

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Sample of completed 82-1

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Formal Observation

The identified groups of professional employees involved in the Differentiated Supervision Model will

include all staff members not evaluated through the

Formal Observation Model.

Professional employees will be evaluated through

walk-through data collection, anecdotal information,

and through the submission of a professional portfolio.

Multiple data points (i.e. portfolio evidence, walk-

throughs, etc.) will be utilized to assess the growth of an

individual professional.

Professional Portfolio

All teachers will keep professional portfolios. A professional portfolio requires teachers to examine their own practices,

inspires teachers to grow their instructional practices, and share their growth and observations with their colleagues and

administrators. Resources, data collection tools, and the results of the reflective session will be used in formative assessment

(for professional growth and improvement) and summative assessments. The requirements and artifacts/evidence of the

submitted professional portfolios should provide evaluators with the necessary information to effectively observe teaching practice and provide meaningful feedback.

Formal Observation Differentiated Supervision

District offices, in collaboration with building principals, have created a Three Year Cycle of Supervision

for all professionals. As a district, we will utilize all of the components within each of the 4 Domains of the

Danielson Framework for Teaching during the school year.

The identified groups of professional employees involved in the Formal Observation Model will include all Level I certified staff and

Long Term Substitutes, as well as at least one third of the Level II

certified staff:

Tenured professionals will be assigned to the Formal

Observation Mode for one year during the supervision cycle.

Tenured professionals new to the district will be placed on

the Formal Observation Mode for one year.

Professionals who have been identified through observations

as needing improvement will be placed on Formal

Observation Mode.

The Formal Observation model will use the Danielson Framework for

Teaching. All Formal Observations will be completed through

Pennsylvania Electronic Teacher Evaluation Portal or PA-ETEP.

Professional employees will be evaluated through formal

observations, walk-through data collection, anecdotal information, and

the submission of a professional portfolio.

Educator Effectiveness The Educator Effectiveness System (Act 82 of 2012) is designed to evaluate teachers based upon classroom observations,

teacher specific data, elective data and building level data.

Rationale: Two decades of research have consistently shown that teachers matter more to student learning than any other in-

school factor. Improving the effectiveness of teachers is critical to student success, as well as creating safe, nurturing school

environments based on the premise of high expectations for all. Through the Educator Effectiveness Project, Pennsylvania is

actively engaged in improving teaching and learning by implementing better teacher, educational specialist, and principal

evaluation systems and providing these professionals with the feedback they need to improve their practice.

Overview: The effectiveness systems for teachers, educational specialists and principals include a method to assess teaching

and leadership practice as well as multiple measures designed to tell us that educators, through best practice, have

demonstrated a positive impact on student achievement.

The formal observation/practice portion of teacher evaluation includes four areas, also referred to as “Domains,” that consist of:

(1) Planning and Preparation, (2) Classroom Environment, (3) Instruction and (4) Professional Responsibilities. Within these

domains, there are clearly defined teaching skills, also referred to as competencies, as well as specific examples of how these

skills are effectively executed. These pieces provide evaluators with the necessary information to effectively observe teaching

practice and provide meaningful feedback.

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Formal Observation Process

STEP WHO PAPERWORK WHAT

1 Administrator None 1. Administrator schedules pre-observation conference (2-3 days prior to observation) 2. Administrator schedules formal classroom observation. 3. Administrator schedules post-observation conference (2-3 days after observation). 4. Administrator begins Formal Observation process in PA-ETEP.

2 Teacher Teacher Observation Tool with rubrics and

lesson plan

1. Teacher completes Pre-Observation questionnaire in PA-ETEP. 2. Teacher submits lesson plan to administrator prior to pre-observation conference. 3. Administrator reviews teacher’s lesson plan and pre-observation questionnaire in PA-ETEP.

3 Administrator & Teacher

Teacher Observation Tool with rubrics and

lesson plan

Pre-observation conference held.

4 Administrator Teacher Observation Tool with rubrics and

lesson plan

Administrator completes formal observation of teacher and collects evidence in domains 2 and 3, using PA-ETEP.

5 Teacher Teacher Observation Tool with rubrics and

lesson plan

1. Administrator submits Formal Observation in PA-ETEP. 2. In PA-ETEP, teacher adds additional evidence, if desired. 3. Teacher completes Post-observation questionnaire in PA-ETEP. 4. Teacher completes Self-Assessment Rubrics in PA-ETEP.

6 Administrator Teacher Observation Tool with rubrics and

lesson plan

1. Administrator reviews teacher’s post-observation questionnaire and self-assessment rubrics. 2. Administrator completes assessment rubrics in PA-ETEP.

7 Teacher & Administrator

Teacher Observation Tool with rubrics and

lesson plan

1. Administrator and teacher compare performance level ratings at post-observation conference. 2. Teacher and administrator review evidence, when there is a discrepancy in rating. 3. Administrator determines final performance ratings. 4. Administrator and teacher complete Summary form in PA-ETEP.

8 Teacher & Administrator

Authentication Teacher and administrator “electronically sign” formal observation in PA-ETEP.

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Nazareth Area School District

Framework for Teaching Walk-through Information The Framework for Walk-Throughs is based on the Danielson Framework. All walk-throughs will be completed in PA-ETEP. Walk-through data can be used as part of the evaluative evidence, using the Danielson Framework Domains 2 and 3. Evidence will be collected in Domains 2 and 3 with examples listed below. Domain 2: Classroom Environment

2a: Creating an Environment of Respect and Rapport: managing relationships with students and ensuring that relationships among students are positive and supportive.

Respectful talk, active listening, and turn-taking Acknowledgment of students’ backgrounds and lives outside the

classroom Body language indicative of warmth and caring shown by teacher

and students Physical proximity of teacher Politeness, encouragement and fairness between teacher and

students and students and students

2b: Establishing a Culture for Learning: the atmosphere in the classroom that reflects the educational importance of the work undertaken by both students and teacher.

Belief in the value of what is being learned High expectations, supported through both verbal and nonverbal

behaviors for learning and participation Expectation of high-quality work on the part of students Expectations and recognition of effort and persistence on the part of

students High expectations for expression and work products by students

2c: Managing Classroom Procedures: establish and monitor routines and procedures for smooth operation and efficient use of time.

Smooth functioning of all classroom routines Little or no loss of instructional time Students playing and important role in carrying out the routines Students knowing what to do, where to move

2d: Managing Student Behavior: standards of conduct, students know what they are permitted to do and what

they can expect of their classmates.

Clear standards of conduct are established, implemented, possibly posted and referred to during class

Absence of acrimony between teacher and students concerning behavior

Teacher is aware of student misconduct and responds to the misbehavior

Preventive action when needed by the teacher Reinforcement of positive behavior Absence of misbehavior

2e: Organizing physical space Safety and accessibility Arrangement of furniture and resources

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Domain 3: Instruction

3a: Communicating with Students: convey that teaching and learning are purposeful activities

Clearly stated lesson’s goals and purpose Explanation of content is clear, correct, and invites students

participation and thinking Students engage with the learning task, indication they understand

what they are doing Teacher’s vocabulary and academic vocabulary usage are correct

and appropriate to students age and development

3b: Using Questioning and Discussion Techniques: techniques used to deepen student understanding

Questions of high cognitive challenge, inviting students to think, formulated by both students and teacher

Questions with multiple correct answers or multiple approaches, even if there is a single correct response

Effective use of student responses and ideas Effective use of wait time Discussions, with the teacher stepping out of the central, mediating

role Discussion asks students to justify their reasoning, focus on the

reasoning exhibited by students in discussion, both in give-and-take with teacher and classmates

Many students actively engaged in the discussion

3c: Engaging Students: developing an understanding through what students do, intellectually active in learning

Student enthusiasm, interest, thinking, and problem solving Learning tasks that require high-level student thinking and have

multiple correct responses and approaches Students are motivated to work on all tasks and are persistent even

when the tasks are challenging Students actively “working” rather than watching their teacher

“work” Pacing of the lesson provides for intellectual engagement, with time

for closure and student reflections

3d: Using Assessment in Instruction: to know whether students have learned what was intended

Teacher pays close attention to evidence of student understanding Teacher makes the standards of high-quality work clear to students Teacher poses specifically created questions to elicit evidence of

student understanding Students are invited to assess their own work and make

improvements Teacher circulating to monitor student learning and to offer

feedback which includes specific and timely guidance When improvising becomes necessary, the teacher makes

adjustments to the lesson in response to understanding

3e: Demonstrating Flexibility and Responsiveness: making adjustments in a lesson to respond to changing conditions

Teacher incorporates students’ interests and daily events into a lesson

Teacher conveys other approaches to try when students experience difficulty

Teacher adjusts instruction in response to evidence of student understanding, improvises when necessary

Teacher seizes on a teachable moment

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Professional Portfolios

All professional staff will complete a District professional portfolio during the coming

school year. A professional portfolio has several purposes:

• Allows professional staff to share successful instructional practices

• Documents successful instructional practices that resulted in student achievement or positive student outcomes

• Encourages staff to reflect on instructional practices to improve student learning

• Inspires staff to research &

try new strategies

Growth Reflection

ShowcaseAchievement

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Submitting Your Professional Portfolio

All Professional Staff will complete a District-created portfolio that will be structured the

same for K-12 that are specific to your group/job assignment.

Submitted District Professional Portfolios should have four sections.

All Professional Staff will complete a Professional Portfolio that will be structured the same for K-12

professional employees. All Professional Portfolios will be submitted in the same manner by professional

employees in all buildings.

During the 2017-2018 school year, the District will utilize only PA-Etep and the NASD 2017-2018

Professional Portfolio Google Site to submit all parts of the Professional Portfolio.

Student Learning Objectives will be submitted using PA-Etep.

Building Goal/Projects and LDRs will be submitted using the NASD 2017-2018 Professional

Portfolio Google Site.

On the 2017-2018 NASD Professional Portfolio Google Site, there are 7 sections as

shown above on the left side. They are:

Building Goal/Project

Domains 1-4

Evaluation Forms

LDR

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Building Goal/Project

**The Building Goal/Project will be submitted using the 2017-2018 Professional Portfolio NASD

Google Site. More information on how to submit using this google site will be forthcoming.

Building Goal/Projects are used as part of the Teacher Observation and Practice Rating on your

evaluation. The Building Goal/Project will be scored using the Project Evaluation Form, which is tied to

the Danielson Framework. The scores will be combined with Observation data and walk-through data to

form 50% of your evaluation score.

Remember that the Building Goal/Project is about your growth as an educator and encourages

professional staff to implement new instructional practices, resources, and strategies or improve current

instructional practices, resources, strategies, showing evidence of this and then reflecting upon the

process. All proposals must be approved by your assigned administrator/evaluator.

Documents to include in the Building Goal/Project section of the Google Site are:

Building Goal/Project Proposal-Completed in NASD 2017-2018 Professional Portfolio Google Site

under Building Goal/Project

Artifacts/Evidence aligned to Danielson Framework

Additional Artifacts/Evidence needed to align to Danielson Components

Copies of any feedback artifacts, such as Implementation Visits, communication from

administrators, parents, or students.

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Nazareth Area School District Building Goals KBES 1. To enhance and foster students' ability to think critically and collaborate with their

peers through instructional best practices, data analysis and the integration of technology. 2. To provide a safe, secure and nurturing learning environment that empowers our students with increased self-awareness.

LNES 1. To enhance student skills and critical thinking in both Math and ELA through activities that require collaboration, technology integration and data analysis. 2. To provide a safe and secure learning environment that promotes self-awareness, provides informative responses to crisis, and promotes positive and preventative behavioral strategies.

SES 1. Provide a safe, secure and nurturing learning environment conducive to student academic and social growth. 2. To enhance student skills and critical thinking in both Math and ELA through activities that require collaboration, technology integration and data analysis. 3. Enhance Positive communication with parents and the Shafer school community.

NAIS 1. Create opportunities to actively and collaboratively engage all students in evidence-based instruction to increase student achievement. (SLO) 2. Use data to increase student achievement or implement a STEAM project or activity to bring awareness to real-world problems. (Portfolio Project) 3. Continue to provide a safe and secure learning environment by promoting social competence. (LDR)

NAMS 1. Create opportunities to actively and collaboratively engage all students in project-based learning to increase student achievement. 2. To provide a safe, secure and nurturing learning environment that empowers our students with increased self-awareness.

NAHS 1. Integrate technology into all curricular units through authentic learning activities designed to promote collaboration, communication, problem solving and creativity. 2. Implement a new or modified classroom-based data analysis procedure to improve student achievement. 3. Implement and track a new or modified classroom behavioral strategy. The purpose of this strategy is to promote a positive behavioral plan to improve the climate of the classroom and teacher/student relationships.

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Nazareth Area School District Portfolio Projects

For specific information and/or building requirements, contact your building administrator. Building Project 1 Project 2 Project 3 KBES LNES SES

1. Develop and demonstrate the use of technology resources to support instructional strategies that address multiple learning styles, increase collaboration, and encourage critical thinking of all students.

2. Develop STEAM lessons to increase collaborative opportunities and rigor, encourage critical thinking and improve student achievement through authentic learning opportunities

3. Develop math center-based activities to enhance differentiated learning opportunities for all students

NAIS Special Area Teachers All teachers will include STEM/STEAM concepts into a unit of study within their curricular area for the 2018-2019 school year.

Core Content Teachers Teachers will use data to group students to increase student achievement by refining instructional practices, engaging students in center activities and technology integration.

NAMS All teachers will develop a project-based learning unit on the topic of their choice that is specific to their content area. This unit must include the project overview, how it connects to the school/community, student learning outcomes and grading rubrics.

NAHS All teachers will integrate technology into all curricular units through authentic learning activities designed to promote collaboration, communication, problem solving and creativity. These activities should be able to be implemented or applied to include students’ use of Chromebooks. One unit plan per semester will be required for the Electronic Portfolio and may not be the same unit for each semester unless significant modifications have been made. All Teachers will implement STEM/STEAM Activities and will provide evidence and a reflection for the Electronic Portfolio.

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Domains 1-4

In these sections, professional staff will upload additional evidence aligned to each domain for evaluation

purposes. The Portfolio Alignment Checklist has been revised and separated by domain. Evidence aligned

to each domain/component must be uploaded and must include reason for inclusion. This evidence may

or may not be related to the Building Goal/Project. Directions can be found on the Google Site.

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Locally Developed Rubric (LDR)

The Locally Developed Rubric (LDR) will be submitted through the NASD Google Site.

Each teaching professional staff must complete a Locally Developed Rubric or LDR. Teachers will

participate in a building-wide initiative. The LDR counts for 14.5% of your evaluation score.

Each Local Educational Agency (LEA) is required by PDE to develop a Locally Developed Rubric (LDR)

that uses teacher-specific data to be used as part of the Teacher-Specific Data. The state defines a locally

developed rubric as a measure of student performance created or selected by the LEA. The development

or design of the measure shall be documented via the Student Learning Objective process. This means

that there must be a uniform process, template, and performance measure or data collection used.

During the summer, the NASD Administrative Team met to review Locally Developed Rubric (LDR) topics

and develop and/or revise LDR topics for the coming school year.

Each building administrative team identified a topic for their LDR and the data that will be used to

evaluate your participation in the LDR. Your building administrator will provide you with more

information about the LDR for your building. All teaching professional staff will be involved in an LDR.

Document to include for your LDR include:

Completed LDR form-Completed in NASD 2017-2018 Professional Portfolio Google Site under LDR

Copies of Assessments, Surveys, or other data collection tools

Summary of Results

Data Collected

Reflection

Locally Developed Rubric Topics by Building

School Topic LDR Goal

BES Mindfulness in the Classroom

To improve cognitive outcomes, attention, focus, well-being and social/emotional awareness of students by implementing mindfulness practices in the school and classroom

LNES Mindfulness in the Classroom

To improve cognitive outcomes, attention, focus, well-being and social/emotional awareness of students by implementing mindfulness practices in the school and classroom

SES Student Behavior Increase the use of preventative school and classroom behavior strategies by tracking behavioral referral pertaining to Shafer’s 5 school wide rules.

NAIS Student Wellness To promote social competence and strengthen students' social skills set.

NAMS Increasing Vocabulary Acquisition

To provide opportunities for students to be exposed to and increase their use of vocabulary

NAHS Positive School Culture All teachers will implement and track a new or modified classroom behavioral strategy. The purpose of this strategy is to promote a positive behavioral plan to improve the climate of the classroom and teacher/student relationships.

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Evaluation Forms

In this section, the following forms should be uploaded and shared with your administrator:

Midpoint Review

Final Review

Portfolio Self-Assessment Rubric

Directions for completing the forms and submitting them can be found on the Google Site.

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Student Learning Objective (SLO)

All professional employees are required by PDE to submit a Student Learning Objective. NASD

includes the SLO as part of your Professional Portfolio; however, we will continue to use PA-Etep

for the development and submission of SLOs. In addition, all supporting evidence for the SLO will

be uploaded into PA-Etep.

The Student Learning Objective, which is a PDE requirement, will count for 20% of your evaluation score.

Documents to upload into PA-Etep as evidence of your SLO should include:

Copies of Assessments used for SLO

Summary of Assessment Results

Data from each Performance Measure (assessment)

Copies of assessment rubrics/student samples of work

In order to provide a more consistent framework for teacher evaluations, the following ranges have been

established for use in Section 5: Elective Rating on SLOs.

All professional employees submitting SLOs will use the appropriate Elective Rating Ranges as

defined below:

Student Learning Objective Section 5 Elective Rating Ranges

Failing Needs Improvement

Proficient Distinguished

All K-3 Teachers, Teachers in Grades 4-12 in Tested Subjects

0%-59% 60%-69% 70%-89% 90%-100%

All Special Area Teachers and Teachers in Non-Tested Subjects in Grades 4-12

0%-59% 60%-69% 70%-94% 95%-100%

Special Education Teachers

0%-25% 26%-49% 50%-79% 80%-100%

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Timeline for your Professional Portfolios

Please read carefully for your Building’s NEW DUE DATES!

WHEN WHO WHAT

8/25 All Professional Staff

1. Overview of Educator Effectiveness 2. Distribution of Supervision & Portfolio Guidelines electronically.

Beginning of Year

Due Dates

High School 1. Professional Staff choose Project and complete Project Proposal. 2. Professional Staff submit Project Proposal and LDR in Google Site and SLO in PA-Etep by end of 10/21/2017.

Middle School 1. Professional Staff choose Project and complete Project Proposal. 2. Professional Staff submit Project Proposal and LDR in Google Site and SLO in PA-Etep by end of 10/27/2017.

Intermediate School

1. Professional Staff choose Project and complete Project Proposal. 2. Professional Staff submit Project Proposal and LDR in Google Site and SLO in PA-Etep by end of 10/31/2017.

Elementary 1. Professional Staff choose Project and complete Project Proposal. 2. Professional Staff submit Project Proposal and LDR in Google Site and SLO in PA-Etep by end of 10/31/2017.

Midpoint Review

High School (January)

1. All Professional Staff schedule Midpoint Review session with assigned Administrator by end of 1st semester. 2. All Professional Staff complete Midpoint Review Form in Google Site before scheduled Midpoint session.

Middle School (December-

January)

1. All Professional Staff schedule Midpoint Review sessions with assigned Administrator. 2. All Professional Staff complete Midpoint Review Form in Google Site before scheduled Midpoint session.

Intermediate School

(December-January)

1. All Professional Staff schedule Midpoint Review sessions with assigned Administrator. 2. All Professional Staff complete Midpoint Review Form in Google Site before scheduled Midpoint session.

Elementary (December-

January)

1. All Professional Staff schedule Midpoint Review sessions with assigned Administrator. 2. All Professional Staff complete Midpoint Review Form in Google Site before scheduled Midpoint session.

Final Review

High School DUE DATES: Project- By 4/9/18

1. Schedule Final Review with your assigned administrator during month of April. 2. In Google Sites-complete Final Review form, Self-Assessment Rubric under Evaluation Forms and Portfolio

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SLO- by 4/9/18 LDR- by 4/9/18

Alignment Checklist in each domain. In PA-Etep, upload evidence for SLO. 3. Administrator completes Portfolio Evaluation. Administrator and Staff sign Portfolio Evaluation. Staff receives a copy.

Middle School DUE DATES: Project-by 4/6/18 SLO-by 4/6/18 LDR-by 4/6/18

1. Schedule Final Review with your assigned administrator during month of April/May. 2. In Google Sites-complete Final Review form, Self-Assessment Rubric under Evaluation Forms and Portfolio Alignment Checklist in each domain. In PA-Etep, upload evidence for SLO. 3. Administrator completes Portfolio Evaluation. Administrator and Staff sign Portfolio Evaluation. Staff receives a copy.

Intermediate School

DUE DATES: Project-by 3/31/2018 SLO-by 3/31/2018 LDR-by 3/31/2018

1. Schedule Final Review with your assigned administrator during the month of May. 2. In Google Sites-complete Final Review form, Self-Assessment Rubric under Evaluation Forms and Portfolio Alignment Checklist in each domain. In PA-Etep, upload evidence for SLO. 3. Administrator completes Portfolio Evaluation. Administrator and Staff sign Portfolio Evaluation. Staff receives a copy.

Elementary DUE DATES: Project: KBES, LNES & SES -by 3/31/2018 SLO: KBES, LNES-by 5/31/2018 SES-by 3/31/2018 LDR- KBES, LNES by 5/31/2018 SES-by 3/31/2018

1. Schedule Final Review with your assigned administrator during the month of April/May/June. 2. In Google Sites-complete Final Review form, Self-Assessment Rubric under Evaluation Forms and Portfolio Alignment Checklist in each domain. In PA-Etep, upload evidence for SLO. 3. Administrator completes Portfolio Evaluation. Administrator and Staff sign Portfolio Evaluation. Staff receives a copy.

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SUBMITTED IN GOOGLE

SITE UNDER BUILDING

GOAL/PROJECT SECTION Nazareth Area School District

Building Goal/Project Proposal

Teacher Name: ________________________ School: ____________________

1. Describe your proposed project. What do you hope to learn from the project? 2. What activities/artifacts/evidence will you submit for your Project? Remember, your evidence must connect to the Danielson Framework Components. 3. By your Midpoint Review, what activities/artifacts will be completed? 4. What types of resources and/or supports will you need to complete your selected goal/project?

Teacher Signature: ___________________________________________________ Date: ________________________

This section to be completed by Administrator:

Your plan is: ___________ Approved ___________ Not Approved

Signature of Administrator: ___________________________________________ Date: _________________________

Comments:

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2017-2018 SUBMITTED IN PA-Etep

Student Learning Outcome (SLO) Form

STUDENT LEARNING OBJECTIVE (SLO) PROCESS TEMPLATE

SLO is a process to document a measure of educator effectiveness based on student achievement of content standards. SLOs are a

part of Pennsylvania’s multiple-measure, comprehensive system of Educator Effectiveness authorized by Act 82 (HB 1901).

1. Classroom Context

1a. Name 1b. School 1c. District

1d. Class/

Course Title

1e. Grade

Level

1f. Total # of

Students

1g. Typical

Class Size

1h. Class

Frequency

1i. Typical

Class Duration

2. SLO Goal

2a. Goal Statement

2b. PA Standards

2c. Rationale

3. Performance Measures (PM)

3a.

Name

PM #1:

PM #2:

PM #3:

PM #4:

PM #5:

3b.

Type

District-designed Measures and Examinations

Nationally Recognized Standardized Tests

Industry Certification Examinations

Student Projects

Student Portfolios

Other:___________________________

3c.

Purpose

PM #1:

PM #2:

PM #3:

PM #4:

PM #5:

3d.

Metric

Growth (change in student performance

across two or more points in time)

Mastery (attainment of a defined level of

achievement)

Growth and Mastery

3e.

Administration

Frequency

PM #1:

PM #2:

PM #3:

PM #4:

PM #5:

3f.

Adaptations/

Accommodations

IEP

ELL

Gifted IEP

Other

RatingsIndicatorsMeasuresGoalContext

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3g.

Resources/

Equipment

PM #1:

PM #2:

PM #3:

PM #4:

PM #5:

3h.

Scoring Tools

PM #1:

PM #2:

PM #3:

PM #4:

PM #5:

3i.

Administration

& Scoring

Personnel

PM #1:

PM #2:

PM #3:

PM #4:

PM #5:

3j.

Performance

Reporting

PM #1:

PM #2:

PM #3:

PM #4:

PM #5:

4. Performance Indicators (PI)

4a.

PI Targets:

All Student Group

PI Target #1:

PI Target #2:

PI Target #3:

PI Target #4:

PI Target #5:

4b.

PI Targets:

Focused Student Group

(optional)

PI Target #1:

PI Target #2:

PI Target #3:

PI Target #4:

PI Target #5:

4c.

PI Linked

(optional)

4d.

PI Weighting

(optional)

PI Weight

#1

#2

#3

#4

#5

5. Elective Rating

5a. Level

Failing 0% to ___ % of

students will meet the

PI targets.

Needs Improvement

___% to ___% of

students will meet the

PI targets.

Proficient

___% to ___% of

students will meet the

PI targets.

Distinguished

___% to 100% of

students will meet the

PI targets.

Teacher Signature _________________________Date______ Evaluator Signature _____________________Date______

5b. Rating

Distinguished (3)

Proficient (2)

Needs Improvement (1)

Failing (0)

Notes/Explanation

Teacher Signature _________________________Date______ Evaluator Signature _____________________Date______

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SUBMITTED IN Google Site

under LDR

Teacher Signature: _________________________________________ Date: __________________________

Administrator: _____________________________________________ Date: __________________________

Nazareth Area School District Locally Developed Rubric (LDR)

Section 1: Teacher Information Teachers must choose a different course/subject/topic than their SLO.

1a. Name 1b. School 1c. District

1d. Class/Course Title

1e. Grade Level 1f. Total # of Students

1g. Typical class Size

1h. Class Frequency

1i. Typical Class Duration

Section 2: Goal Information Identify the overall expectations of the LDR through the identification of the topic, rationale, and goal statement.

2a. Topic of LDR

2b. Rationale

2c. Goal Statement

2d. LDR Plan Proposal

Section 3: Teacher Reflection Reflect upon the activities and data collected as part of this LDR topic. What data was used? How was it collected? What did the data show?

3a. Reflection

3b: Data Collection

Section 4: LDR Rating

Check One Notes/Explanation:

Distinguished (3)

Satisfactory (2)

Needs Improvement (1)

Failing (0)

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SUBMITTED IN GOOGLE

SITE UNDER

EVALUATION FORMS

Nazareth Area School District Midpoint Review

Teacher Name: ________________________ School: ____________________

Directions: Complete prior to Mid-Year Portfolio meeting and bring to scheduled meeting.

1. Portfolio Section 2: Portfolio Project Review your Portfolio Project. What activities/artifacts have you completed so far for your Portfolio Project? 2. Portfolio Section 2: What activities/artifacts have you not yet completed? Remember, your evidence must connect to the Danielson Framework. 3. Portfolio Section 3: Student Learning Objective (SLO) Review your SLO. What assessment data has been collected since beginning this SLO? What conclusions can you draw from this data? 4. Portfolio Section 4: Locally Developed Rubric (LDR)

Review your LDR. What have you finished related to your LDR? What conclusions can you draw so far? 5. What problems/concerns do you have about your portfolio and ways you may need assistance?

Teacher Signature: ___________________________ Date: ____________________

Administrator: ______________________________ Date: ____________________

Comments:

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SUBMITTED IN GOOGLE

SITE UNDER

EVALUATION FORMS

Nazareth Area School District

Final Review Name: _______________________________________ School:___________________________

Directions: Complete the End of Year Portfolio Report and the Portfolio Alignment Checklist

prior to End of Year Portfolio Review meeting with your completed portfolio.

1. Identify and describe the Project that you focused on this year.

2. Summarize your work/activities that related to your Project and complete the Portfolio Alignment Checklist. Using the Danielson rubrics and your artifacts/evidence that you plan to submit, self-assess by highlighting the rubric. 3. Reflect on your Project. What impact did this project have on your instructional practice and student achievement? 4. Review your SLO chosen for this year and the student data collected. Based on your SLO ranges, what would your rating be for your SLO? What conclusions can you make and are there any factors that affected the results? What worked well and what would you change?

5. Review your LDR. What conclusions can you make and are there any factors that affected the results? What worked well and what would you change?

Teacher Signature: ___________________________ Date: ____________________

Administrator: ______________________________ Date: ____________________

Comments:

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2017-2018

SUBMITTED IN GOOGLE

SITE FOR EACH DOMAIN

IN EACH DOMAIN Nazareth Area School District Portfolio Alignment to Danielson Checklist

Teachers MUST include artifacts/evidence in each of the four domains; however, teachers are NOT required to include artifacts/evidence for every component.

Note: Artifacts/evidence may align to more than one component.

Danielson Component Artifact/Evidence Included in

Portfolio Reason for including this

artifact/evidence

Do

mai

n 1

1A Demonstrating Knowledge of Content & Pedagogy

1B Demonstrating Knowledge of Students

1C Setting Instructional Outcomes

1D Demonstrating Knowledge of Resources

1E Designing Coherent Instruction

1F Designing Student Assessments

Do

mai

n 2

2A Creating an Environment of Respect and Rapport

2B Establishing a Culture for Learning

2C Managing Classroom Procedures

2D Managing Student Behavior

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2E Organizing Physical Space

Do

mai

n 3

3A Communicating with Students

3B Using Questioning & Discussion Techniques

3C Engaging Students in Learning

3D Using Assessment in Instruction

3E Demonstrating Flexibility and Responsiveness

Do

mai

n 4

4A Reflecting on Teaching

4B Maintaining Accurate Records

4C Communicating with Families

4D Participating in a Professional Community

4E Growing and Developing Professionally

4F Showing Professionalism

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SITE UNDER

EVALUATION FORMS THE COMPONENTS OF PROFESSIONAL PRACTICE (2013) Domain 1: Planning and Preparation

Effective teachers plan and prepare for lessons using their extensive knowledge of the content area, the core/managed curriculum and their students, including students’

prior experience with this content and their possible misconceptions. Instructional outcomes are clearly related to the major concepts of the content area and are consistent with the curriculum design. These outcomes are clear to students and classroom visitors (including parents). Learning activities require all students to think, problem-

solve, inquire, defend conjectures and opinions and be accountable to the learning community. Effective teachers work to engage all students in lessons and use formative

assessment to scaffold and provide differentiated instruction. Measures of student learning align with the curriculum and core concepts in the discipline, and students can demonstrate their understanding in more than one way.

Component Unsatisfactory Needs Improvement or

Progressing

Proficient Distinguished

1a:

Demonstratin

g knowledge

of content

and pedagogy

In planning and practice, the teacher makes content errors or does not correct errors made by students. The teacher displays little understanding of prerequisite knowledge important to student learning of the content. The teacher displays little or no understanding of the range of pedagogical approaches suitable to student learning of the content.

The teacher is familiar with the important concepts in the discipline but displays a lack of awareness of how these concepts relate to one another. The teacher indicates some awareness of prerequisite learning, although such knowledge may be inaccurate or incomplete. The teacher’s plans and practice reflect a limited range of pedagogical approaches to the discipline or to the students.

The teacher displays solid knowledge of the important concepts in the discipline and how these relate to one another. The teacher demonstrates accurate understanding of prerequisite relationships among topics. The teacher’s plans and practice reflect familiarity with a wide range of effective pedagogical approaches in the subject..

The teacher displays extensive knowledge of the important concepts in the discipline and how these relate both to one another and to other disciplines. The teacher demonstrates understanding of prerequisite relationships among topics and concepts and understands the link to necessary cognitive structures that ensure student understanding. The teacher’s plans and practice reflect familiarity with a wide range of effective pedagogical approaches in the discipline and the ability to anticipate student misconceptions.

1b:

Demonstratin

g knowledge

of students

The teacher displays minimal understanding of how students learn—and little knowledge of their varied approaches to learning, knowledge and skills, special needs, and interests and cultural heritages—and does not indicate that such knowledge is valuable.

The teacher displays generally accurate knowledge of how students learn and of their varied approaches to learning, knowledge and skills, special needs, and interests and cultural heritages, yet may apply this knowledge not to individual students but to the class as a whole.

The teacher understands the active nature of student learning and attains information about levels of development for groups of students. The teacher also purposefully acquires knowledge from several sources about groups of students’ varied approaches to learning, knowledge and skills, special needs, and interests and cultural heritages.

The teacher understands the active nature of student learning and acquires information about levels of development for individual students. The teacher also systematically acquires knowledge from several sources about individual students’ varied approaches to learning, knowledge and skills, special needs, and interests and cultural heritages

1c: Setting

instructional outcomes

The outcomes represent low expectations for students and lack of rigor, and not all of these outcomes reflect important learning in the discipline. They are stated as student activities, rather than as outcomes for learning. Outcomes reflect only one type of learning and only one discipline or strand and are suitable for only some students.

Outcomes represent moderately high expectations and rigor. Some reflect important learning in the discipline and consist of a combination of outcomes and activities. Outcomes reflect several types of learning, but the teacher has made no effort at coordination or integration. Outcomes, based on global assessments of student learning, are suitable for most of the students in the class.

Most outcomes represent rigorous and important learning in the discipline and are clear, are written in the form of student learning, and suggest viable methods of assessment. Outcomes reflect several different types of learning and opportunities for coordination, and they are differentiated, in whatever way is needed, for different groups of students.

All outcomes represent high-level learning in the discipline. They are clear, are written in the form of student learning, and permit viable methods of assessment. Outcomes reflect several different types of learning and, where appropriate, represent both coordination and integration. Outcomes are differentiated, in whatever way is needed, for individual students.

1d:

Demonstrating knowledge

of resources

The teacher is unaware of resources to assist student learning beyond materials provided by the school or district, nor is the teacher aware of resources for expanding one’s own professional skill.

The teacher displays some awareness of resources beyond those provided by the school or district for classroom use and for extending one’s professional skill but does not seek to expand this knowledge.

The teacher displays awareness of resources beyond those provided by the school or district, including those on the Internet, for classroom use and for extending one’s professional skill, and seeks out such resources.

The teacher’s knowledge of resources for classroom use and for extending one’s professional skill is extensive, including those available through the school or district, in the community, through professional organizations and universities, and on the Internet.

1e: Designing

coherent

instruction

Learning activities are poorly aligned with the instructional outcomes, do not follow an organized progression, are not designed to engage students in active intellectual activity, and have unrealistic time allocations. Instructional groups are not suitable to the activities and offer no variety.

Some of the learning activities and materials are aligned with the instructional outcomes and represent moderate cognitive challenge, but with no differentiation for different students. Instructional groups partially support the activities, with some variety. The lesson or unit has a recognizable structure; but the progression of activities is uneven, with only some reasonable time allocations.

Most of the learning activities are aligned with the instructional outcomes and follow an organized progression suitable to groups of students. The learning activities have reasonable time allocations; they represent significant cognitive challenge, with some differentiation for different groups of students and varied use of instructional groups.

The sequence of learning activities follows a coherent sequence, is aligned to instructional goals, and is designed to engage students in high-level cognitive activity. These are appropriately differentiated for individual learners. Instructional groups are varied appropriately, with some opportunity for student choice.

1f: Designing

student assessment

Assessment procedures are not congruent with instructional outcomes and lack criteria by which student performance will be assessed. The teacher has no plan to incorporate formative assessment in the lesson or unit.

Assessment procedures are partially congruent with instructional outcomes. Assessment criteria and standards have been developed, but they are not clear. The teacher’s approach to using formative assessment is rudimentary, including only some of the instructional outcomes.

All the instructional outcomes may be assessed by the proposed assessment plan; assessment methodologies may have been adapted for groups of students. Assessment criteria and standards are clear. The teacher has a well-developed strategy for using formative assessment and has designed particular approaches to be used.

All the instructional outcomes may be assessed by the proposed assessment plan, with clear criteria for assessing student work. The plan contains evidence of student contribution to its development. Assessment methodologies have been adapted for individual students as the need has arisen. The approach to using formative assessment is well designed and includes student as well as teacher use of the assessment information.

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Domain 2: The Classroom Environment

Effective teachers organize their classrooms so that all students can learn. They maximize instructional time and foster respectful interactions among and between teachers and students with sensitivity to students' cultures, race and levels of development. Students themselves make a substantive contribution to the effective functioning of the

class through self-management of their own learning and maintaining a consistent focus on rigorous learning for all students by supporting the learning of others. Processes and tools for students' independent learning are visible/available to students (charts, rubrics, etc.). Artifacts that demonstrate student growth over time are

displayed/available.

Component Unsatisfactory Needs Improvement or

Progressing

Proficient Distinguished

2a: Creating an

environment of respect and

rapport

Patterns of classroom interactions, both between teacher and students and among students, are mostly negative, inappropriate, or insensitive to students’ ages, cultural backgrounds, and developmental levels. Student interactions are characterized by sarcasm, put-downs, or conflict. The teacher does not deal with disrespectful behavior.

Patterns of classroom interactions, both between teacher and students and among students, are generally appropriate but may reflect occasional inconsistencies, favoritism, and disregard for students’ ages, cultures, and developmental levels. Students rarely demonstrate disrespect for one another. The teacher attempts to respond to disrespectful behavior, with uneven results. The net result of the interactions is neutral, conveying neither warmth nor conflict.

Teacher-student interactions are friendly and demonstrate general caring and respect. Such interactions are appropriate to the ages, cultures, and developmental levels of the students. Interactions among students are generally polite and respectful, and students exhibit respect for the teacher. The teacher responds successfully to disrespectful behavior among students. The net result of the interactions is polite, respectful, and businesslike, though students may be somewhat cautious about taking intellectual risks.

Classroom interactions between teacher and students and among students are highly respectful, reflecting genuine warmth, caring, and sensitivity to students as individuals. Students exhibit respect for the teacher and contribute to high levels of civility among all members of the class. The net result is an environment where all students feel valued and are comfortable taking intellectual risks.

2b:

Establishing a

culture for

learning

The classroom culture is characterized by a lack of teacher or student commitment to learning, and/orlittle or no investment of student energy in the task at hand. Hard work and the precise use of language are not expected or valued. Medium to low expectations for student achievement are the norm, with high expectations for learning reserved for only one or two students.

The classroom culture is characterized by little commitment to learning by the teacher or students. The teacher appears to be only “going through the motions,” and students indicate that they are interested in the completion of a task rather than the quality of the work. The teacher conveys that student success is the result of natural ability rather than hard work, and refers only in passing to the precise use of language. High expectations for learning are reserved for those students thought to have a natural aptitude for the subject.

The classroom culture is a place where learning is valued by all; high expectations for both learning and hard work are the norm for most students. Students understand their role as learners and consistently expend effort to learn. Classroom interactions support learning, hard work, and the precise use of language.

The classroom culture is a cognitively busy place, characterized by a shared belief in the importance of learning. The teacher conveys high expectations for learning for all students and insists on hard work; students assume responsibility for high quality by initiating improvements, making revisions, adding detail, and/or assisting peers in their precise use of language.

2c: Managing

classroom procedures

Much instructional time is lost due to inefficient classroom routines and procedures. There is little or no evidence of the teacher’s managing instructional groups and transitions and/or handling of materials and supplies effectively. There is little evidence that students know or follow established routines.

Some instructional time is lost due to partially effective classroom routines and procedures. The teacher’s management of instructional groups and transitions, or handling of materials and supplies, or both, are inconsistent, leading to some disruption of learning. With regular guidance and prompting, students follow established routines.

There is little loss of instructional time due to effective classroom routines and procedures. The teacher’s management of instructional groups and transitions, or handling of materials and supplies, or both, are consistently successful. With minimal guidance and prompting, students follow established classroom routines.

Instructional time is maximized due to efficient and seamless classroom routines and procedures. Students take initiative in the management of instructional groups and transitions, and/or the handling of materials and supplies. Routines are well understood and may be initiated by students.

2d: Managing

student behavior

There appear to be no established standards of conduct, or students challenge them. There is little or no teacher

monitoring of student behavior, and response to students’ misbehavior is repressive or disrespectful of student dignity.

Standards of conduct appear to have been established, but their implementation is inconsistent. The teacher tries, with uneven results, to monitor student behavior and

respond to student misbehavior.

Student behavior is generally appropriate. The teacher monitors student behavior against established standards of conduct. Teacher response to student

misbehavior is consistent, proportionate, and respectful to students and is effective.

Student behavior is entirely appropriate. Students take an active role in monitoring their own behavior and/or that of other students against standards of conduct. Teacher monitoring of student behavior is

subtle and preventive. The teacher’s response to student misbehavior is sensitive to individual student needs and respects students’ dignity.

2e: Organizing

physical space

The classroom environment is unsafe, or learning is not accessible to many. There is poor alignment between the arrangement of furniture and resources, including computer technology, and the lesson activities.

The classroom is safe, and essential learning is accessible to most students. The teacher makes modest use of physical resources, including computer technology. The teacher attempts to adjust the classroom furniture for a lesson or, if necessary, to adjust the lesson to the furniture, but with limited effectiveness.

The classroom is safe, and students have equal access to learning activities; the teacher ensures that the furniture arrangement is appropriate to the learning activities and uses physical resources, including computer technology, effectively.

The classroom environment is safe, and learning is accessible to all students, including those with special needs. The teacher makes effective use of physical resources, including computer technology. The teacher ensures that the physical arrangement is appropriate to the learning activities. Students contribute to the use or adaptation of the physical environment to advance learning.

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Domain 3: Instruction

All students are highly engaged in learning and make significant contribution to the success of the class through participation in equitable discussions, active involvement

in their learning and the learning of others. Students and teachers work in ways that demonstrate their belief that rigorous instruction and hard work will result in greater

academic achievement. Teacher feedback is specific to learning goals and rubrics and offers concrete ideas for improvement. As a result, students understand their progress in learning the content and can explain the goals and what they need to do in order to improve. Academic progress is articulated and celebrated in the learning community

and with families. Effective teachers recognize their responsibility for student learning in all circumstances and demonstrate significant student growth over time towards

individual achievement goals, including academic, behavioral, and/or social objectives.

Component Unsatisfactory Needs Improvement or

Progressing

Proficient Distinguished

3a: Communicatin

g with students

The instructional purpose of the lesson is unclear to students, and the directions and procedures are confusing. The teacher’s explanation of the content contains major errors and does not include any explanation of strategies students might use. The teacher’s spoken or written language contains errors of grammar or syntax. The teacher’s academic vocabulary is inappropriate, vague, or used incorrectly, leaving students confused.

The teacher’s attempt to explain the instructional purpose has only limited success, and/or directions and procedures must be clarified after initial student confusion. The teacher’s explanation of the content may contain minor errors; some portions are clear, others difficult to follow. The teacher’s explanation does not invite students to engage intellectually or to understand strategies they might use when working independently. The teacher’s spoken language is correct but uses vocabulary that is either limited or not fully appropriate to the students’ ages or backgrounds. The teacher rarely takes opportunities to explain academic vocabulary.

The instructional purpose of the lesson is clearly communicated to students, including where it is situated within broader learning; directions and procedures are explained clearly and may be modeled. The teacher’s explanation of content is scaffolded, clear, and accurate and connects with students’ knowledge and experience. During the explanation of content, the teacher focuses, as appropriate, on strategies students can use when working independently and invites student intellectual engagement. The teacher’s spoken and written language is clear and correct and is suitable to students’ ages and interests. The teacher’s use of academic vocabulary is precise and serves to extend student understanding.

The teacher links the instructional purpose of the lesson to the larger curriculum; the directions and procedures are clear and anticipate possible student misunderstanding. The teacher’s explanation of content is thorough and clear, developing conceptual understanding through clear scaffolding and connecting with students’ interests. Students contribute to extending the content by explaining concepts to their classmates and suggesting strategies that might be used. The teacher’s spoken and written language is expressive, and the teacher finds opportunities to extend students’ vocabularies, both within the discipline and for more general use. Students contribute to the correct use of academic vocabulary.

3b: Using

questioning

and discussion

techniques

The teacher’s questions are of low cognitive challenge, with single correct responses, and are asked in rapid succession. Interaction between the teacher and students is predominantly recitation style, with the teacher mediating all questions and answers; the teacher accepts all contributions without asking students to explain their reasoning. Only a few students participate in the discussion.

The teacher’s questions lead students through a single path of inquiry, with answers seemingly determined in advance. Alternatively, the teacher attempts to ask some questions designed to engage students in thinking, but only a few students are involved. The teacher attempts to engage all students in the discussion, to encourage them to respond to one another, and to explain their thinking, with uneven results.

While the teacher may use some low-level questions, he poses questions designed to promote student thinking and understanding. The teacher creates a genuine discussion among students, providing adequate time for students to respond and stepping aside when doing so is appropriate. The teacher challenges students to justify their thinking and successfully engages most students in the discussion, employing a range of strategies to ensure that most students are heard.

The teacher uses a variety or series of questions or prompts to challenge students cognitively, advance high-level thinking and discourse, and promote metacognition. Students formulate many questions, initiate topics, challenge one another’s thinking, and make unsolicited contributions. Students themselves ensure that all voices are heard in the discussion.

3c: Engaging

students in

learning

The learning tasks/activities, materials, and resources are poorly aligned with the instructional outcomes, or require only rote responses, with only one approach possible. The groupings of students are unsuitable to the activities. The lesson has no clearly defined structure, or the pace of the lesson is too slow or rushed.

The learning tasks and activities are partially aligned with the instructional outcomes but require only minimal thinking by students and little opportunity for them to explain their thinking, allowing most students to be passive or merely compliant. The groupings of students are moderately suitable to the activities. The lesson has a recognizable structure; however, the pacing of the lesson may not provide students the time needed to be intellectually engaged or may be so slow that many students have a considerable amount of “downtime.”

The learning tasks and activities are fully aligned with the instructional outcomes and are designed to challenge student thinking, inviting students to make their thinking visible. This technique results in active intellectual engagement by most students with important and challenging content and with teacher scaffolding to support that engagement. The groupings of students are suitable to the activities. The lesson has a clearly defined structure, and the pacing of the lesson is appropriate, providing most students the time needed to be intellectually engaged.

Virtually all students are intellectually engaged in challenging content through well-designed learning tasks and activities that require complex thinking by students. The teacher provides suitable scaffolding and challenges students to explain their thinking. There is evidence of some student initiation of inquiry and student contributions to the exploration of important content; students may serve as resources for one another. The lesson has a clearly defined structure, and the pacing of the lesson provides students the time needed not only to intellectually engage with and reflect upon their learning but also to consolidate their understanding.

3d: Using

assessment in

instruction

Students do not appear to be aware of the assessment criteria, and there is little or no monitoring of student learning; feedback is absent or of poor quality. Students do not engage in self- or peer assessment.

Students appear to be only partially aware of the assessment criteria, and the teacher monitors student learning for the class as a whole. Questions and assessments are rarely used to diagnose evidence of learning. Feedback to students is general, and few students assess their own work.

Students appear to be aware of the assessment criteria, and the teacher monitors student learning for groups of students. Questions and assessments are regularly used to diagnose evidence of learning. Teacher feedback to groups of students is accurate and specific; some students engage in self-assessment.

Assessment is fully integrated into instruction, through extensive use of formative assessment. Students appear to be aware of, and there is some evidence that they have contributed to, the assessment criteria. Questions and assessments are used regularly to diagnose evidence of learning by individual students. A variety of forms of feedback, from

38

2017-2018

both teacher and peers, is accurate and specific and advances learning. Students self-assess and monitor their own progress. The teacher successfully differentiates instruction to address individual students’ misunderstandings.

3e: Demonstrating

flexibility and

responsiveness

The teacher ignores students’ questions; when students have difficulty learning, the teacher blames them or their home environment for their lack of success. The teacher makes no attempt to adjust the lesson even when students don’t understand the content.

The teacher accepts responsibility for the success of all students but has only a limited repertoire of strategies to use. Adjustment of the lesson in response to assessment is minimal or ineffective.

The teacher successfully accommodates students’ questions and interests. Drawing on a broad repertoire of strategies, the teacher persists in seeking approaches for students who have difficulty learning. If impromptu measures are needed, the teacher makes a minor adjustment to the lesson and does so smoothly.

The teacher seizes an opportunity to enhance learning, building on a spontaneous event or students’ interests, or successfully adjusts and differentiates instruction to address individual student misunderstandings. Using an extensive repertoire of instructional strategies and soliciting additional resources from the school or community, the teacher persists in seeking effective approaches for students who need help.

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Domain 4: Professional Responsibilities

Effective teachers have high ethical standards and a deep sense of professionalism. They utilize integrated systems for using student learning data, record keeping and

communicating with families clearly, timely and with cultural sensitivity. They assume leadership roles in both school and district projects, and engage in a wide-range

of professional development activities. Reflection on their own practice results in ideas for improvement that are shared across the community and improve the practice of all. These are teachers who are committed to fostering a community of effortful learning that reflects the highest standards for teaching and student learning in ways

that are respectful and responsive to the needs and backgrounds of all learners.

Component Unsatisfactory Needs Improvement or

Progressing

Proficient Distinguished

4a: Reflecting

on teacher and

student learning

The teacher does not know whether a lesson was effective or achieved its instructional outcomes, or the teacher profoundly misjudges the success of a lesson. The teacher has no suggestions for how a lesson could be improved.

The teacher has a generally accurate impression of a lesson’s effectiveness and the extent to which instructional outcomes were met. The teacher makes general suggestions about how a lesson could be improved.

The teacher makes an accurate assessment of a lesson’s effectiveness and the extent to which it achieved its instructional outcomes and can cite general references to support the judgment. The teacher makes a few specific suggestions of what could be tried another time the lesson is taught.

The teacher makes a thoughtful and accurate assessment of a lesson’s effectiveness and the extent to which it achieved its instructional outcomes, citing many specific examples from the lesson and weighing the relative strengths of each. Drawing on an extensive repertoire of skills, the teacher offers specific alternative actions, complete with the probable success of different courses of action.

4b: System for managing

students’ data

The teacher’s system for maintaining information on student completion of assignments and student progress in learning is nonexistent or in disarray. The teacher’s records for noninstructional activities are in disarray, the result being errors and confusion.

The teacher’s system for maintaining information on student completion of assignments and student progress in learning is rudimentary and only partially effective. The teacher’s records for noninstructional activities are adequate but inefficient and, unless given frequent oversight by the teacher, prone to errors.

The teacher’s system for maintaining information on student completion of assignments, student progress in learning, and noninstructional records is fully effective.

The teacher’s system for maintaining information on student completion of assignments, student progress in learning, and noninstructional records is fully effective. Students contribute information and participate in maintaining the records.

4c:Communicating with

families

The teacher provides little information about the instructional program to families; the teacher’s communication about students’ progress is minimal. The teacher does not respond, or responds insensitively, to parental concerns.

The teacher makes sporadic attempts to communicate with families about the instructional program and about the progress of individual students but does not attempt to engage families in the instructional program. Moreover, the communication that does take place may not be culturally sensitive to those families.

The teacher provides frequent and appropriate information to families about the instructional program and conveys information about individual student progress in a culturally sensitive manner. The teacher makes some attempts to engage families in the instructional program.

The teacher communicates frequently with families in a culturally sensitive manner, with students contributing to the communication. The teacher responds to family concerns with professional and cultural sensitivity. The teacher’s efforts to engage families in the instructional program are frequent and successful.

4d: Participating in

a professional

community

The teacher’s relationships with colleagues are negative or self-serving. The teacher avoids participation in a professional culture of inquiry, resisting opportunities to become involved. The teacher avoids becoming involved in school events or school and district projects.

The teacher maintains cordial relationships with colleagues to fulfill duties that the school or district requires. The teacher participates in the school’s culture of professional inquiry when invited to do so. The teacher participates in school events and school and district projects when specifically asked.

The teacher’s relationships with colleagues are characterized by mutual support and cooperation; the teacher actively participates in a culture of professional inquiry. The teacher volunteers to participate in school events and in school and district projects, making a substantial contribution.

The teacher’s relationships with colleagues are characterized by mutual support and cooperation, with the teacher taking initiative in assuming leadership among the faculty. The teacher takes a leadership role in promoting a culture of professional inquiry. The teacher volunteers to participate in school events and district projects, making a substantial contribution and assuming a leadership role in at least one aspect of school or district life.

4e: Growing

and developing professionally

The teacher engages in no professional development activities to enhance knowledge or skill. The teacher resists feedback on teaching performance from either supervisors or more experienced colleagues. The teacher makes no effort to share knowledge with others or to assume professional responsibilities.

The teacher participates to a limited extent in professional activities when they are convenient. The teacher engages in a limited way with colleagues and supervisors in professional conversation about practice, including some feedback on teaching performance. The teacher finds limited ways to assist other teachers and contribute to the profession.

The teacher seeks out opportunities for professional development to enhance content knowledge and pedagogical skill. The teacher actively engages with colleagues and supervisors in professional conversation about practice, including feedback about practice. The teacher participates actively in assisting other educators and looks for ways to contribute to the profession.

The teacher seeks out opportunities for professional development and makes a systematic effort to conduct action research. The teacher solicits feedback on practice from both supervisors and colleagues. The teacher initiates important activities to contribute to the profession.

4f: Showing

professionalism The teacher displays dishonesty in interactions with colleagues, students, and the public. The teacher is not alert to students’ needs and contributes to school practices that result in some students being ill served by the

The teacher is honest in interactions with colleagues, students, and the public. The teacher’s attempts to serve students are inconsistent, and unknowingly contribute to some students being ill served by the school. The teacher’s decisions and

The teacher displays high standards of honesty, integrity, and confidentiality in interactions with colleagues, students, and the public. The teacher is active in serving students, working to ensure that all students receive a fair

The teacher can be counted on to hold the highest standards of honesty, integrity, and confidentiality and takes a leadership role with colleagues. The teacher is highly proactive in serving students, seeking out

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school. The teacher makes decisions and recommendations that are based on self-serving interests. The teacher does not comply with school and district regulations.

recommendations are based on limited though genuinely professional considerations. The teacher must be reminded by supervisors about complying with school and district regulations.

opportunity to succeed. The teacher maintains an open mind in team or departmental decision making. The teacher complies fully with school and district regulations.

resources when needed. The teacher makes a concerted effort to challenge negative attitudes or practices to ensure that all students, particularly those traditionally underserved, are honored in the school. The teacher takes a leadership role in team or departmental decision making and helps ensure that such decisions are based on the highest professional standards. The teacher complies fully with school and district regulations, taking a leadership role with colleagues.

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FOR ADMINISTRATIVE

USE ONLY Nazareth Area School District

Professional Portfolio Evaluation Faculty Name: ______________________________________________________________ School: __________________________

Name of Evaluator: _______________________________ Date of Portfolio Review Conference: ___________________________

Danielson Component

Domain Rating Comments

Domain 1: Planning and Preparation

1A

o Failing o Needs Improvement o Proficient o Distinguished

1B

1C

1D

1E

1F

Domain 2: Classroom Environment

2A o Failing o Needs Improvement o Proficient o Distinguished

2B

2C

2D

2E

Domain 3: Instruction

3A o Failing o Needs Improvement o Proficient o Distinguished

3B

3C

3D

3E

Domain 4: Professional Responsibilities

4A

o Failing o Needs Improvement o Proficient o Distinguished

4B

4C

4D

4E

4F

Recommendations: Faculty Signature: ________________________________________ Date: _______________________ Evaluator: _______________________________________________ Date: ________________________

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